Chelsea Pre-Prep School & Nursery

What is it like to attend this early years setting?

Children are enthusiastic learners, who love coming to nursery as they thrive within this rich and enchanting environment. Children are extremely happy and demonstrate high levels of emotional security, confidence and self-esteem. Children's interests and love of learning are at the heart of every decision staff make. Staff support children in developing independence rapidly through daily routines and experiences. Children thoroughly enjoy exploring the carefully planned environment in an unhurried atmosphere. They make independent choices from highly motivating activities that capture their curiosity for learning. Experiences are continually evolving, both indoors and outdoors. Children are completely involved in play and learning. They consistently smile and laugh together. For example, children are fascinated when they discover how their reflection changes in different sized baubles hanging on the trees. They smile and giggle with excitement, and they relish the praise they receive from staff. Children demonstrate excellent spatial awareness and coordination as they run and chase in the garden. Children confidently talk about their learning. They use some rich vocabulary.

Children enjoy learning about sustainability, adding recycling bins to their classrooms and reducing plastic packaging in their lunch boxes. Children behave extremely well; they work together and cooperate exceptionally well as they build Santa's sleigh. They show secure relationships with staff and happily seek reassurance when needed, in the form of a supportive hand or cuddle.

What does the early years setting do well and what does it need to do better?

• Staff are highly skilled and knowledgeable and demonstrate a deep understanding of how children learn. They plan and implement a sequential curriculum based on the nursery approach, children's interests and the next steps in their learning. All children make outstanding progress in relation to their starting points, including children who speak English as an additional language and those with special educational needs and/or disabilities. Assessment is rigorous and identifies areas where children need extra help, and steps to support this are put in place.
• Children thoroughly enjoy their learning and show a keenness to explore and discover. They develop a love of literature. They know how to handle books and are excited to listen to and join in with stories. Staff encourage and ignite their imagination as children confidently re-enact familiar stories. They know songs and rhymes and recite them with great enthusiasm. Staff skilfully question children to link what they are reading to their own experience. For example, during the story of the 'Polar Express', children enthusiastically board the train to imagine what they can see from the window of the train.
• Staff use a wide range of effective strategies to support children's language development. They talk clearly and give children plenty of time to practise speaking. Staff in the younger children's rooms listen and repeat any words that children say, supporting this with Makaton signs. Older children become confident speakers and develop an extensive range of vocabulary. Staff are well qualified and experienced. Their high-quality interactions and inspiring conversations help to develop children's vocabulary and confidence in speaking very well. For example, children have discussions as they make mud pies in the mud kitchen, eagerly gathering the correct ingredients detailed on the recipe cards.
• Staff know the children extremely well and can talk about their needs, next steps in learning and unique personalities in depth. They use their knowledge of children's interests to create exciting development opportunities. For example, children enthusiastically engage with physical activities to develop their core strength, build bridges to balance on and enjoy jumping across stepping stones.
• Leaders and staff build impressive, effective relationships with parents. They get to know them and the children very well indeed. Leaders and staff fully engage parents in their children's learning and keep them updated about progress. Parents comment on how the home learning is effective in supporting their children with weekly tasks. This strong partnership helps to raise outcomes for children to the highest level.
• Leaders have established a wide-ranging system to support staff in further developing their knowledge and skills. The knowledgeable leaders consistently work alongside staff to share their vision and expertise. This helps to give staff a broad understanding of how children learn and develop. This has an extremely positive impact on children's learning.